University High School

Pancreatic cancer is a highly invasive tumor that has an extremely low probability of prediction. The impact of traditional treatment procedures such as surgery, chemotherapy and radiotherapy is still insufficient and new treatment approaches is in urgent need. Cancer immunotherapy particularly vaccine treatment has taken centre stage in research in the recent years. This is a review of research advances with both conventional vaccines and up-and-coming mRNA vaccines used in the treatment of pancreatic cancer therapy. Conventional vaccines consist of dendritic cell vaccines, exosome vaccines and peptide vaccinations, etc. Such vaccines have anti-tumor effects inducing antigen presentation and T-cell responses and were found to have some safety and immune activity in clinical trials. Nevertheless, these methods continue to have issues including the lack of immunogenicity, low level of personalization, complicated processes of preparation and suppression of tumor microenvironment. By comparison, mRNA vaccines, featuring the benefits of an extremely personalized vaccine design, can be well engineered in a short time and very immunogenic, have the potential to encode patient-specific neoantigens and induce long-lasting T-cell responses, which are one potential means of overcoming the cold tumor phenotype of pancreatic cancer. The paper provides a systematic discussion of classification and mechanisms of traditional vaccines and the research progress and perspective of mRNA vaccines, outlines characteristics of action, existent limitations and future directions of development of a variety of vaccines, attempting to provide references to further studies and clinical application of pancreatic cancer immunotherapy.

Abstract This study presents a secondary analysis of experimental data from Yi et al. (2024), shifting the focus to the cumulative affective consequences of a ten-lesson intervention. While the previous study established that conditional tasks embedded with uncertainty foster students’ mindfulness, it remained unclear how such cognitive shifts translate into broader affective outcomes. Using a quasi-experimental design, students were assigned to one of three groups in regular mathematics classes: a control group (conventional textbook-based tasks), and two experimental groups receiving different frequences of conditional tasks (one per lesson vs. three to four per lesson). A repeated measures two-way ANOVA revealed a significant discrepancy in developmental trajectories: while the control group’s mathematics-related affect declined, both experimental groups exhibited significant increases. These findings suggest that the pedagogical benefits of conditional tasks extend beyond mindfulness, offering a robust intervention to enhance students’ overall affective experiences in mathematics.

The rapid advancement of technology in the twenty-first century has changed students’ learning patterns, particularly among Generation Z, who prefer smartphones and digital media than conventional textbooks and are more comfortable interacting with teachers through technology-based platforms. Therefore, learning media plays an essential role in supporting effective instruction and assisting teachers in delivering learning materials. This study aims to develop high school geography learning media in the form of customized animated dubbing focused on local Malang cultural content. The novelty of this research lies in content localization through dialect-specific dubbing and culturally accurate visual representations, distinguishing it from generic educational videos. This approach integrates local wisdom into audio-visual narratives, strengthens students’ sense of place, and addresses the limited availability of contextualized digital resources within the Independent Curriculum. The media development followed the ADDIE model, including analysis, design, development, implementation, and evaluation. Prior to implementation, expert validation showed a media feasibility score of 90% and a material validation score of 81.25%, both categorized as very feasible. The product was tested on 28 students of Class XI 6 at SMAN 1 Gondanglegi using purposive sampling. Learning effectiveness was measured using the Normalized Gain (N-Gain), with a pretest mean of 68.93 and a posttest mean of 76.79, resulting in an N-Gain of 0.25, indicating low-to-moderate improvement. These results indicate that the developed media is feasible and supports learning improvement when used as a supplementary tool, supported by positive teacher responses (90.62%) and student responses (85.87%).

Instructional supervision is an activity done by the school heads, supervisors, and master teachers to help teachers improve their teaching skills and practices, as well as to enhance their ability and capacity in classroom delivery of lessons. When it comes to technical assistance and support from school heads, supervisors and master teachers, teachers have different experiences with it. Teachers meet different experiences regarding instructional supervision which affect their performance especially during classroom observation. This study explores what teachers think and feel about instructional supervision. Through the use of Google Forms, the researchers gathered data from 28 Teachers II and III of the different schools in Danglas District, Division of Abra, and used thematic analysis to identify common patterns and themes. After analyzing and identifying common patterns and themes, five main themes emerged namely: support and mentorship, constructive feedback and reflection, professional growth and development, instructional improvement and learner outcomes, and collaboration and partnership. Instructional Supervision plays a very important and significant role on the enhancement of teachers’ teaching skills and practices as well as on the performance of learners. Instructional Supervision is an important part of the teaching and learning process. To sustain quality education and for learners to achieve better learning outcomes, instructional supervision is a powerful tool to achieve it most especially when it is done to give support, it is done through constructive feedback, help teachers to grow, to improve instruction and learner outcomes, and if there is collaboration between the supervisors, school heads, master teachers, and teachers.

This study examined the relationship between the school learning environment, time management skills and practices, and student engagement of Senior High School students in the Computer System Servicing (CSS) strand. The purpose of this research was to determine how the learning environment and students’ ability to manage their time influenced their level of engagement in academic activities. A quantitative research design was employed, and data were collected using a survey questionnaire administered to selected Senior High School CSS students. The gathered data were analyzed using appropriate statistical tools to identify the relationship among the variables. The results showed that the school learning environment and time management skills and practices were significantly related to student engagement, suggesting that students were more likely to participate actively and remain focused when they experienced a supportive learning environment and effectively managed their time. The study concluded that enhancing the school learning environment and strengthening students’ time management skills could positively affect student engagement. The findings of this study served as a basis for school administrators, teachers, and students in developing strategies and interventions aimed at improving learning experiences and academic involvement among Senior High School students.

This study examined the influence of digital literacy and self-efficacy on the engagement of Senior High School students in the Computer Systems Servicing strand at Lorenzo S. Sarmiento Sr. National High School. Using a quantitative, non-experimental research design with descriptive correlational techniques, data were collected through structured questionnaires. The study assessed the levels of digital literacy, self-efficacy, and student engagement and analyzed the relationships and predictive effects of the independent variables on engagement. Findings revealed that students possess high levels of digital literacy and self-efficacy, with citizenship and character as significant predictors within digital literacy and belief in personal ability within self-efficacy. Correlational analyses indicated positive relationships between both independent variables and student engagement. Multiple regression results further confirm that the domains of digital literacy and self-efficacy collectively influence student engagement, highlighting the importance of both technical skills and personal competence. The study underscores the need for educational interventions that develop students’ digital skills, ethical awareness, and confidence to enhance engagement, academic performance, and preparedness for future educational and professional challenges.

This study investigates the contribution of ethical leadership to strengthening school governance and improving learning outcomes in public secondary schools in Mkuranga District, Tanzania. Using a mixed-methods design, (qualitative and quantitative) parallel with exploratory sequential mixed method design to offer a comprehensive investigation on how ethical leadership practice contributes learning outcomes in public secondary school in Mkuranga District. Quantitative data through questionnaire were collected from teachers, students and School Board members to explore how ethical values such as transparency, integrity, fairness, and accountability shape governance practices and school performance. While qualitative data through interview were collected from school Heads and Ward Education Officer (WEO). Based on these findings, the data from quantitative techniques show that ethical leadership significantly improves resource management, teacher motivation, student discipline, and stakeholder trust. “Schools whose leaders demonstrated strong ethical commitment recorded higher student attendance, fewer behavioural problems, and improved academic achievement. The study concludes that ethical leadership is central to effective school governance and recommends leadership capacity-building, accountability mechanisms, and strengthened community participation to enhance the quality of education”. The findings from qualitative data from head of schools revealed that ethical leadership practices such as transparency, fair treatment of staff and students, and integrity in financial management were widely practiced in Mkuranga District.

Youth participation in governance is essential to democratic development, yet many Sangguniang Kabataan (SK) officials lack the procedural knowledge needed for effective leadership—particularly in parliamentary procedures and resolution-making. This study surveyed 94 SK officials in Dapa, Surigao del Norte using a quantitative-descriptive approach to assess their core, technical, and applied knowledge. Guided by Albert Bandura’s Social Cognitive Theory, the research examined how demographic factors, training exposure, and environmental support influence procedural competence. Results showed that SK officials had an overall mean score of 3.21, interpreted as “Agree” and qualitatively described as “Moderately Knowledgeable.” The highest-rated item was understanding quorum requirements (M = 3.81), while the lowest was procedural motions (M = 2.78). Technical knowledge scored a mean of 3.09, and applied procedural knowledge averaged 2.94, indicating gaps in practical application. Common challenges included lack of formal training (M = 3.67), time constraints (M = 3.42), and limited mentorship (M = 3.38). Statistical analysis confirmed a significant relationship (p < 0.05) between parliamentary knowledge and resolution quality. The study recommends targeted capacity-building programs, mentorship initiatives, and institutional support to enhance procedural fluency and governance effectiveness among SK officials

This study examined the influence of social media particularly Facebook, Instagram, and TikTok on learning effectiveness among high school students in one selected public school in Ubungo Municipal Council Dar es Salaam, Tanzania. Guided by Bandura’s Social Learning Theory (1977), the research explored students’ patterns of social media use, its influence on classroom participation, and perceptions of academic performance. A qualitative case study design and qualitative research aproach was employed involving 40 participants: 30 students, 8 teachers, and 2 administrators. Data were collected through semi-structured interviews and focus group discussions, and analyzed thematically to develop meaning. Findings discovered that TikTok was the most main platform among students primarily used for entertainment and social connection rather than academic engagement. Teachers reported significant challenges including students’ fatigue, postponement, incomplete assignments, and declining classroom participation factors attributed to late-night social media use. While a few students acknowledged using WhatsApp and Facebook for academic discussions, the devastating use for entertainment demonstrated that social media often functions as a distraction rather than a learning aid. The study concludes that social media is a double-edged tool beneficial when used purposefully under structured guidance but detrimental when unregulated. It recommends integrating digital literacy education into secondary school curricula, strengthening parent–school monitoring partnerships, and encouraging teacher-facilitated academic social media groups to promote responsible use and model positive digital behavior.

Lung cancer is the leading cause of cancer-related mortality worldwide. Lately, electronic nose (e-nose) systems have emerged as a promising method for non-invasive lung cancer detection. These systems, however, have several limitations, including low accuracy rates and long detection times. To address these challenges, we conducted a pilot study involving the development of an affordable e-nose device that can detect more than 30 volatile organic compounds, using twelve metal oxide semiconductor sensors and one chemi-resistive alkane sensor. The device recorded data for 28 healthy controls and 18 lung cancer breath samples that were then analyzed using a multilayer perceptron neural network. The dataset was expanded through a novel use of data augmentation, where Gaussian noise was applied to generate synthetic samples while preserving the original data’s statistical properties. The model was evaluated by 5-fold cross-validation and achieved an accuracy of 96.26%, sensitivity of 92.88%, specificity of 97.75%, and an area under the curve of 0.9286. Our system outperforms existing e-nose detection methods by more than 5% and is capable of classifying in approximately 5 minutes. These findings highlight the potential of this breath analyzer system as a rapid and cost-effective tool for preliminary lung cancer screening.